RI-GSE-ESS1–2 Trace the development of the theory of plate tectonics or provide supporting geologic/geographic evidence that supports the validity of the theory of plate tectonics; 2a using given data (diagrams, charts, narratives, etc.) and advances in technology to explain how scientific knowledge regarding plate tectonics has changed over time.
RI-GSE ESS 1:The Earth and earth materials as we know them today have developed over long periods of time, through continual change processes.
National Standards:
NS 9-12.4 Earth and Space Science
The evolution of the Earth system Content Standard F: Science in Personal and Social Perspectives
Science and Technology in local, national, and global challenges
Context of Lesson:
This lesson will be the beginning of a unit on "The Dynamic Earth" . This lesson will introduce the students to the idea that the Earth has changed over millions of years, and will continue to change. This lesson will consist of introducing the topic of Pangaea and the Earth's crust. The main goal is to have the students be introduced the the fact that the Earth's crust is moving and have them decipher evidence to prove it.
Opportunities to Learn:
Depth of Knowledge
Level 2: Comprehension
Students will make predictions about the past model of the Earth
Students research and use evidence to prove the theory of pangaea
Prerequisite Knowledge
Students will need to have a knowledge of how to extract meaningfull information from from print resources. Students should have a knowledge of the timeline of the Earth, and how it has changed over millions of years. (If students do not grasp this concept, this lesson is geared to teach them)
Plans for Differentiating Instruction
This lesson adresses different ways of learning. The sllightly kinesthetic activity of the pangaea puzzle hopefully will engage some students. The group should attract many of the students because this is such a social age. However I recognize that some students do not like group work and they will not be punished by a grade on this activity, it is simply a jigsaw exercise.
Because this lesson will be taught in an advances and a cummulative class, the lesson will be presented in slightly different ways. The puzzle of pangaea will remain the same in each class, however the portion of the lesson where students split up into groups and research the print material will be altered for the different classes. The advanced class should not have a problem getting through this assignment, even if it is a small challange. The cummulative class will be scaffolded some for this activity.
Accommodations and modifications
Environmental factors
The students have their desks already set up so there is 2-3 at a table. The students will be instructed to consider each table a group for the first pangaea puzzle activity. For the next group work, the students will be assigned groups.
Materials
Overheads
Website : Continental Divide
Pangaea Puzzle handout Scissors?
Markers (I would have students color and label the continents, but that's just me. )
Objectives:
Students will
explain what is meant by "Pangaea," and describe the main features of our current view of plate tectonics.
assemble evidence for contentental drift, including evidence from fossil records, bones, etc.
present, in groups, their brief research on one of the types of evidence on Pangaea.
contribute in their "science research" groups and presentations.
Instruction:
Opening:
When the students enter, they will get in to their (pre-assigned) groups of four. Each group will be given a set of the Earth's continents cut out (like puzzle pieces).(See 'PANGAEA PUZZLE' link) Students will be given ten minutes at the beginning of class to come up with a model (placement of the continents) of how they believe the Earth looked about 220 million years ago.
Once I have caught the attention of the students, I will begin by introducing the unit as a whole. I will begin by stating "As you have seen by these pangaea puzzles, the Earth has changes...a lot!" I will continue to discuss how the changes may see minute at the moment, but over time we can see how the world can completely change into a different world. I will let the students know the schedule of this unit. How we will be starting with plate tectonics and go through to earthquakes and volcanoes. PANGAEA PUZZLE
Engagement:
Your LPs will be more readable if you represent each step as a bullet w/ subbullets for required info, e.g. questions, steps. etc.
At this point we wil return to our original models of the Earth. The students should be at least somewhat curious as to whether or not their models were right or wrong, and should be eager to see the actual theory of pangaea. As a class we will take a look at each model and I will then show them an over-head of how it is thought to have looked (Pangaea). PANGAEA O/H I will ask the class as a whole if they know any ways in which scientists today would be able to figure out Pangaea. I expect students will think about the now separate continents having similar qualities in terms of land formation or vegetation. I will write down the ideas on the board. We will eventually break it down into the actual evidence that has been found. Students will be assigned groups of four or five and given some print material explaining different evidences for Pangaea. Students will each have a topic
fossil evidence
rock/ice evidence
Alfred Wegener
evidence against Pandaea??
Why show them the "accepted" model before the research?
Students are then instruced to come up with 3 main and most convincing points from their research. The groups will then share their three points, and students will be instructed to note these in their notebooks. Does everyone in each group read the same material? You should make their task clear, i.e. read then discuss to choose three points. Otherwise, most students won't actually read. Why not do this as a jigsaw?
You should include the citations for each of these evidence readings so that you model this behavior to your students.
Closure:
After each group concludes, I will show the brief online interactive site on the over head. We will spend only a couple of minutes exploring this as a group. i will give the students the web address if they would like to research further. Homework: Read pages 67-75 in text book Nice approach. What questions might you ask to have your students come up with the takeaways? Take Away Points:
The Earth is NOT static
To prove a theory, you need evidence
There is often theories that go against your theories and evidence, that must also be taken into account
Lesson Plan
Lesson Title: The Puzzle of Pangeaea
RI-GSE-ESS1–2 Trace the development of the theory of plate tectonics or provide supporting geologic/geographic evidence that supports the validity of the theory of plate tectonics; 2a using given data (diagrams, charts, narratives, etc.) and advances in technology to explain how scientific knowledge regarding plate tectonics has changed over time.RI-GSE ESS 1:The Earth and earth materials as we know them today have developed over long periods of time, through continual change processes.
National Standards:
NS 9-12.4 Earth and Space ScienceThe evolution of the Earth system
Content Standard F: Science in Personal and Social Perspectives
Science and Technology in local, national, and global challenges
Context of Lesson:
This lesson will be the beginning of a unit on "The Dynamic Earth" . This lesson will introduce the students to the idea that the Earth has changed over millions of years, and will continue to change. This lesson will consist of introducing the topic of Pangaea and the Earth's crust. The main goal is to have the students be introduced the the fact that the Earth's crust is moving and have them decipher evidence to prove it.Opportunities to Learn:
Depth of Knowledge
Level 2: ComprehensionPrerequisite Knowledge
Students will need to have a knowledge of how to extract meaningfull information from from print resources. Students should have a knowledge of the timeline of the Earth, and how it has changed over millions of years. (If students do not grasp this concept, this lesson is geared to teach them)Plans for Differentiating Instruction
This lesson adresses different ways of learning. The sllightly kinesthetic activity of the pangaea puzzle hopefully will engage some students. The group should attract many of the students because this is such a social age. However I recognize that some students do not like group work and they will not be punished by a grade on this activity, it is simply a jigsaw exercise.Because this lesson will be taught in an advances and a cummulative class, the lesson will be presented in slightly different ways. The puzzle of pangaea will remain the same in each class, however the portion of the lesson where students split up into groups and research the print material will be altered for the different classes. The advanced class should not have a problem getting through this assignment, even if it is a small challange. The cummulative class will be scaffolded some for this activity.
Accommodations and modifications
Environmental factors
The students have their desks already set up so there is 2-3 at a table. The students will be instructed to consider each table a group for the first pangaea puzzle activity. For the next group work, the students will be assigned groups.Materials
OverheadsWebsite : Continental Divide
Pangaea Puzzle handout
Scissors?
Markers (I would have students color and label the continents, but that's just me. )
Objectives:
Students willInstruction:
Opening:
When the students enter, they will get in to their (pre-assigned) groups of four. Each group will be given a set of the Earth's continents cut out (like puzzle pieces).(See 'PANGAEA PUZZLE' link) Students will be given ten minutes at the beginning of class to come up with a model (placement of the continents) of how they believe the Earth looked about 220 million years ago.Once I have caught the attention of the students, I will begin by introducing the unit as a whole. I will begin by stating "As you have seen by these pangaea puzzles, the Earth has changes...a lot!" I will continue to discuss how the changes may see minute at the moment, but over time we can see how the world can completely change into a different world. I will let the students know the schedule of this unit. How we will be starting with plate tectonics and go through to earthquakes and volcanoes.
PANGAEA PUZZLE
Engagement:
Your LPs will be more readable if you represent each step as a bullet w/ subbullets for required info, e.g. questions, steps. etc.
At this point we wil return to our original models of the Earth. The students should be at least somewhat curious as to whether or not their models were right or wrong, and should be eager to see the actual theory of pangaea. As a class we will take a look at each model and I will then show them an over-head of how it is thought to have looked (Pangaea). PANGAEA O/H I will ask the class as a whole if they know any ways in which scientists today would be able to figure out Pangaea. I expect students will think about the now separate continents having similar qualities in terms of land formation or vegetation. I will write down the ideas on the board. We will eventually break it down into the actual evidence that has been found. Students will be assigned groups of four or five and given some print material explaining different evidences for Pangaea. Students will each have a topic
Why show them the "accepted" model before the research?
Students are then instruced to come up with 3 main and most convincing points from their research. The groups will then share their three points, and students will be instructed to note these in their notebooks. Does everyone in each group read the same material? You should make their task clear, i.e. read then discuss to choose three points. Otherwise, most students won't actually read. Why not do this as a jigsaw?
EVIDENCE of Pangaea (rock and fossil)
Evidence: Wegener
Pangaea did not exist!!!????
Evidence of the super continent
Rearranging Pangaea
You should include the citations for each of these evidence readings so that you model this behavior to your students.
Closure:
After each group concludes, I will show the brief online interactive site on the over head. We will spend only a couple of minutes exploring this as a group. i will give the students the web address if they would like to research further.Homework: Read pages 67-75 in text book
Nice approach. What questions might you ask to have your students come up with the takeaways?
Take Away Points:
Assessment:
Reflections
(only done after lesson is enacted)Student Work Sample 1 – Approaching Proficiency:
Student Work Sample 2 – Proficient:
Student Work Sample 3 – Exceeds Proficiency: